Abstract
The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis.The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession.
Original language | English |
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Article number | e3995 |
Journal | Professions and professionalism |
Volume | 11 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2021 |
Publication type | A1 Journal article-refereed |
Keywords
- Clinical teaching and learning
- Healthcare education reform
- Nurse
- Patient-and learner-centred professional paradigm
- Professional development
- Transformative learning
Publication forum classification
- Publication forum level 1
ASJC Scopus subject areas
- Education
- Life-span and Life-course Studies